Milgram points out that computer interfaces can be placed on a continuum according to how much of the user's world is generated by the computer (Milgram 94) (see figure below). Moving from left to right the amount of virtual imagery increases and the connection with reality weakens. AR technology can be used to transition users smoothly along this continuum (Billinghurst 2001). This blending of of the virtual world and the real world is true power of AR. Learners have the ability to uncover fascinating discoveries, that until now, were restricted to them due to financial concerns, practicality issues, or issues of safety to students and educators alike. Imagine being able to witness the launching of the Space Shuttle (as mentioned in the slide show) in person or have the ability to explore a volcano up close and personal. Additionally, with AR entire buildings, cities, and worlds can be created, destroyed, and recreated with the swipe of a hand or a few keystrokes. Think of the implications of this in a history class where entire battlefields could be recreated and reenacted, or exploring ancient worlds with interactive 3-D models. This becomes a very powerful tool for manipulation of objects where real world physics and practicality hinder such interactions.
The following video clip demonstrates the blending of the virtual and real environment as illustrated above.
The integration of AR in the learning environment will be commonplace. We have been exposed to AR since the invention of the television. From green screens, to stock tickers scrolling along the screen during the news, to the yellow first down markers in football, we have been inundated with AR. The educational field is taking notice and beginning to include its own version of AR into curriculum and lesson planning. The introduction of AR into the classroom will open up worlds of opportunity and experience that have remained hidden from our students due to issues like budget restraints.
•AR allows for effective collaboration among users because the environment is shared
•AR allows for users to see both the virtual objects they are manipulating and each other without obstruction
•AR provides the user with effective positional cues because the surrounding environment is constantly visible
•AR allows for accurate virtual representations that mimic every physical interaction the user has with a real object
(Thomas, R., John, N., & Delieu, M. (2010). Augmented Reality for Anatomical Education. Journal of Visual Communication in Medicine, 33(1), 6-15)
The following video re-emphasizes the positive impact Augmented Reality can have on the learning environment as outlined above.
Milgram points out that computer interfaces can be placed on a continuum according to how much of the user's world is generated by the computer (Milgram 94) (see figure below). Moving from left to right the amount of virtual imagery increases and the connection with reality weakens. AR technology can be used to transition users smoothly along this continuum (Billinghurst 2001). This blending of of the virtual world and the real world is true power of AR. Learners have the ability to uncover fascinating discoveries, that until now, were restricted to them due to financial concerns, practicality issues, or issues of safety to students and educators alike. Imagine being able to witness the launching of the Space Shuttle (as mentioned in the slide show) in person or have the ability to explore a volcano up close and personal. Additionally, with AR entire buildings, cities, and worlds can be created, destroyed, and recreated with the swipe of a hand or a few keystrokes. Think of the implications of this in a history class where entire battlefields could be recreated and reenacted, or exploring ancient worlds with interactive 3-D models. This becomes a very powerful tool for manipulation of objects where real world physics and practicality hinder such interactions.
The following video clip demonstrates the blending of the virtual and real environment as illustrated above.
The integration of AR in the learning environment will be commonplace. We have been exposed to AR since the invention of the television. From green screens, to stock tickers scrolling along the screen during the news, to the yellow first down markers in football, we have been inundated with AR. The educational field is taking notice and beginning to include its own version of AR into curriculum and lesson planning. The introduction of AR into the classroom will open up worlds of opportunity and experience that have remained hidden from our students due to issues like budget restraints.
•AR allows for effective collaboration among users because the environment is shared
•AR allows for users to see both the virtual objects they are manipulating and each other without obstruction
•AR provides the user with effective positional cues because the surrounding environment is constantly visible
•AR allows for accurate virtual representations that mimic every physical interaction the user has with a real object
(Thomas, R., John, N., & Delieu, M. (2010). Augmented Reality for Anatomical Education. Journal of Visual Communication in Medicine, 33(1), 6-15)
The following video re-emphasizes the positive impact Augmented Reality can have on the learning environment as outlined above.
Next: Virtual 3-D Learning Environment